The overall purpose of the proposed study was to analyze bullying as a social problem in Secondary Schools of Khyber Pakhtunkhwa. The objectives of the proposed study were to explore physical, verbal and social bullying in Secondary Schools of Khyber Pakhtunkhwa, to evaluate the nature of bullying among male and female students in Secondary Schools of Khyber Pakhtunkhwa, to investigate objectively the causes and effects of bullying in Secondary Schools of Khyber Pakhtunkhwa, to suggest workable anti bullying strategies in Secondary Schools of Khyber Pakhtunkhwa towards bullying and to compare ways of bullying of boys and girls in Secondary Schools of Khyber Pakhtunkhwa. The target population was all the principals, teachers and students, both male and female, from the public Secondary Schools of Khyber Pakhtunkhwa. The sample was selected through random stratified sampling techniques. A sample of 1800, (30 principals, 270 teachers and 1500 students) were selected from six districts of Khyber Pakhtunkhwa including Charsadda, Mardan Nowshera, Peshawar, Malakand and Swabi. Five (four boys and one girl), public Secondary Schools of Khyber Pakhtunkhwa were randomly selected from each selected district. From each district five (05) principals, forty five (45) teachers and two hundred and fifty (250) students participated in the study. From each school a principal, nine (09) teachers and fifty (50) students (25 each from class 9th and 10th) were selected as sample of the study. To achieve the objectives of the study, three questionnaires containing same items, were prepared one each for principals, teachers and students, to get their perception on bullying. The data was collected, tabulated, analyzed and interpreted by using Chi Square method. It has been concluded that majority of the respondents showed serious concern about bullying in Secondary Schools of Khyber Pakhtunkhwa. Physical, verbal, and social bullying is taking place everywhere in the absence of the teachers. However, the favorite places for the bullies were school canteen, washrooms, school bus and trips. Loose tempered, handsome, very bright, slow learners and physically disable students are being bullied. The victims are trying to run away from school, changing their routes to and from school frequently, do not take interest in study and become weak academically. There is a sudden increase in their school absentees, failure in examination and saying goodbye to the school for ever. In some severe cases, the child loses confidence, remains in tension and at last commits suicide. The bullied may be heard seriously, carefully and sympathetically. Good behaving students may be awarded with certificates for the motivation of the bullies to become like them. Informer may bring bullying cases into the notice of the teachers or any other concerned person. The school may arrange useful co curricular activities to utilize the energies of the students in the best possible way. Close contact between school and parents, awareness about the hard consequences of bullying through seminars, lectures and electronic media and regular anti-bullying programs in schools can minimize this unsocial behavior.
محرم ۱۳۴۰ھ میں ہماری زبان کا زندہ دل شاعر اس دنیا سے چل بسا۔ اس گلستان نما خزاں آباد کی بہتر (۷۲) بہاریں اس کی آنکھوں نے دیکھیں، وہ اس وقت عالم وجود میں آیا تھا، جب ہندوستان انقلاب کی کروٹیں لے رہا تھا، اس لئے لامحالہ اس کی زبان سے وہی نالے بلند ہوئے جو قوموں کے انقلاب اور ملکوں کے تغیرات کی خبر دیتے ہیں۔ اس کے ضخیم دیوان کے اوراق ہماری سیاسی، اخلاقی، معاشرتی، تخیلی اور تعلیمی انقلابات کی تاریخ ہے۔ آئندہ نسلیں اس کے صفحات کو پڑھیں گی اور انیسویں بیسویں صدی کے اسلامی ہندوستان کی تصویر اپنی آنکھوں سے دیکھ لیں گی۔ اس کی زندگی میں شاید ہی کوئی ایسا اہم واقعہ گزرا ہو جس کو اس نے اپنے کاشانۂ خیال میں جگہ نہ دی ہو۔ زبان خلق نے اس کو لسان العصر کا خطاب دیا اور اس سے بہتر لقب اس کے لئے دوسرا نہیں ہوسکتا تھا۔ اس میں تین صفتیں ایک ساتھ جمع تھیں، وہ فطری فلسفی، پاک مشرب صوفی اور زندہ دل شاعر تھا، اس کا نمک ظرافت ہمارے عیوب کے زخموں پر کسی قدر تیز چرکا لگاتا ہو، تاہم اس میں کچھ شک نہیں کہ وہ درحقیقت نمک نہیں مرہم تھا۔ سرسید کے زمانہ سے لے کر اب تک تمام ہندوستان تمدن جدید کے حسن منظر پر والہ و شیدا تھا، لیکن صرف ایک اکبر کی زبان تھی جوبرملا اس کے عیوب و نقائص و اشگاف کرتی رہتی تھی۔
وہ مکروہات عالم سے آزردہ اور حیات دنیا سے بیزار تھا۔ اشعار کے علاوہ اس کا شاید ہی کوئی خط اس بیان سے خالی ہو۔
Penelitian ini merupakan penelitian kuantitatif dan kualitatif. Tujuan penelitian ini untuk melihat pengaruh strategi pembelajaran konflik kognitif berbantuan media sejarah sains terhadap sikap ilmiah dan perubahan konseptual siswa pada materi gerak. Rancangan penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian ini adalah kelas XB dan XC yang terdiri atas 66 sisiwa, 33 siswa pada kelas eksperimen dan 33 siswa pada kelas kontrol. Data pada penelitian ini diambil dengan menggunakan: angket, tes pemahaman konsep dan wawancara. Angket digunakan untuk mengambil data sikap ilmiah, tes pemahaman konsep untuk mengambil data perubahan konseptual siswa, dan wawancara sebagai pelengkap dan pendukung data perubahan konseptual. Data di analisisn dengan statistik uji-t pada taraf signifikan 5% dan uji N-Gain. Hasil penelitian menunjukkan dengan menggunakan aplikasi SPSS 20 diperoleh untuk sikap ilmiah thitung > ttabel (4,637 >2,042 atau sig.2-tailed (0,000) < (0, 05) dan thitung > ttabel (6.974 > 2.024) sig.2-tailed (0,000) < (0, 05) untuk perubahan konseptual, yang berarti hipotesis (H0) ditolak dan (H1) diterima dan yang diperoleh pada kelas eksperimen lebih tinggi dari kelas kontrol. Kesimpulan dari penelitian ini adalah stategi pembelajaran konflik kognitif berbantuan media sejarah sains berpengaruh secara nyata meningkatkan sikap ilmiah, perubahan konseptual siswa kelas X SMA pada materi gerak. Kata Kunci: Strategi Konflik Kognitif, Media Sejarah Sains, Sikap Ilmiah dan Perubahan Konseptual.
The world over there is a wave toward more inclusive educational settings for children who are disadvantaged in one-way or another. The Salamanca Conference of 1994 focused on the child with special education needs (SEN). There was a call to governments to ensure that children with SEN were given an appropriate education especially by being catered in the mainstream classes. Most western countries have more to show in this direction mainly due to the fact that they have a bigger resource base. The scenario in the developing countries shows less initiative and efforts towards including a child with SEN. It means that there is even less research done, and where efforts are made they lack enough support, direction and clarity. In Pakistan, like many developing countries the government has put more efforts in supporting the inclusion of the girl child compared to the inclusion of the child with SEN. But despite all the odds, some schools are implementing the policy on their own initiatives. It can be assumed that their beliefs in inclusive education drive their practices. This study set out to find out the kind of beliefs, their sources and their relationship with the practices. The study was a qualitative case study where in depth interviews and classroom observation of one teacher were conducted. The class had two pupils with SEN while the other fourteen had no special needs. It was discovered that in line with theories of education and teacher change, there is interplay between beliefs and practices. But that interplay is not necessarily linear in nature. There interplay is complex and the teacher's actions and beliefs are mediated by the context. Actually without understanding the contextual background underlying the actions, it is difficult to comprehend the actions for what they really are. The study also found that some SEN are more accomodatable than others in mainstream classes for example, the mild SEN, the less disruptive and the SEN which do not entail a lot of mental impairments. One biggest impediment to inclusive education is the societal perceptions of the people. The schools and teachers are ready to accommodate the children if well supported but the society needs to be made more positive and supportive towards people with disability and schools in particular. With that positivity all the rest might fall in place.